Basic Principles of Curriculum and Instruction

E-book $7.00 to $13.00About E-booksISBN: 9780226086644
Published
August 2013

In 1949, a small book had a big impact on education. In just over one hundred pages, Ralph W. Tyler presented the concept that curriculum should be dynamic, a program under constant evaluation and revision. Curriculum had always been thought of as a static, set program, and in an era preoccupied with student testing, he offered the innovative idea that teachers and administrators should spend as much time evaluating their plans as they do assessing their students.

Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.

This emphasis on thoughtful evaluation has kept Basic Principles of Curriculum and Instruction a relevant, trusted companion for over sixty years. And with school districts across the nation working feverishly to align their curriculum with Common Core standards, Tyler's straightforward recommendations are sound and effective tools for educators working to create a curriculum that integrates national objectives with their students' needs.

"Tyler addresses the essential purposes of teaching in a way that still has relevance for contemporary students of education, and communicates to them how important and timeless the quality of the pupil-teacher interaction actually is."

Contents

Foreword by Peter S. Hlebowitsh

Introduction

1. What Educational Purposes Should the School Seek to Attain?

Studies of the Learners Themselves as a Source of Educational Objectives

Studies of Contemporary Life Outside the School

Suggestions About Objectives from Subject Specialists

The Use of Philosophy in Selecting Objectives

The Use of a Psychology of Learning in Selecting Objectives

Stating Objectives in a Form to be Helpful in Selecting Learning Experiences and in Guiding Teaching

2. How Can Learning Experiences Be Selected Which Are Likely to Be Useful in Attaining These Objectives?

Meaning of the Term “Learning Experience”

General Principles in Selecting Learning Experiences

Illustrations of the Characteristics of Learning Experiences Useful in Attaining Various Types of Objectives

3. How Can Learning Experiences Be Organized for Effective Instruction?

What is Meant by “Organization”

Criteria for Effective Organization

Elements to be Organized

Organizing Principles

The Organizing Structure

The Process of Planning a Unit of Organization

4. How Can the Effectiveness of Learning Experiences Be Evaluated?

The Need for Evaluation

Basic Notions Regarding Evaluation

Evaluation Procedures

Using the Results of Evaluation

Other Values and Uses of Evaluation Procedures

5. How a School or College Staff May Work on Curriculum Building

For more information, or to order this book, please visit http://www.press.uchicago.edu